Abstract: This study assessed the contribution of teaching practice (TP) in improving pre-service teachers’ competency in public secondary schools. It focused on: the extent TP contributes in improving pre-service teachers’ competency in public secondary schools and the strategies for the TP activities towards improving pre-service teachers’ competency. Teacher’s Practical Theory guided the study. Mixed methods approach was adopted. The target population of 340 consisted of 170 TP teachers, 68 academic teachers, 68 quality assurance teachers and 34 school heads. Sample size comprised of 51 TP students’ teachers, 20 academic teachers, 20 quality assurance teachers and 10 school heads. Stratified random and purposive sampling techniques were used to select sample size. Questionnaire and interviews were used as data collection instruments. Validity was established through expert judgment whereas reliability was determined using test-retest technique. Reliability index, r=0.839, was obtained using Cronbach Alpha Method. Credibility of qualitative data was ascertained through multiple analysts and reporting of research process. Descriptive statistics analysed quantitative data in SPSS version 25 and results were presented in tables, while qualitative data were analysed thematically along research questions and presented in narrative forms. The findings revealed that TP is a critical bridge between theoretical instruction and practical application in real-world classrooms. It not only enhances teaching skills but also improves the professionalism of pre-service teachers by embedding values, ethics, and practical means. In conclusion, TP is a pillar in teacher education for developing competent, ethical, and confident pre-service teachers. This study recommends that educational stakeholders should collaborate to strengthen TP programmes.

Abstract: This study assessed the competence of teachers in teaching English in private English medium and public Kiswahili medium primary schools in Dodoma. The aim was to examine whether teaching practices aligned with the Tanzanian curriculum adopted in 2015, which emphasises quality education. Communicative Language Teaching (CLT) served as the theoretical framework. A mixed-methods approach with a convergent parallel design was employed. Data were collected through classroom observations, interviews, and questionnaires administered to English teachers of Standards 3 and 6. Purposive sampling was used to select teachers from four schools, and the data were analysed thematically and descriptively. The findings revealed that many teachers lacked competence in teaching English due to limited in-service training, short teaching experience, low language proficiency, inadequate resources, large classes, and limited awareness of CLT principles. The study concludes that these challenges hinder effective English teaching and reduce pupils’ opportunities to develop communicative competence. It recommends strengthening in-service training, enhancing teachers’ proficiency, providing adequate resources, reducing class sizes, and raising awareness of CLT to improve the quality of English teaching in Tanzanian primary schools.

Abstract: Although there is evidence from around the world that virtual reality can help students understand abstract concepts in geography classes, Tanzanian schools still struggle greatly with integrating VR into the teaching and learning process. Therefore, this research examined how secondary school students in Tanzania’s Chamwino District learnt about the Earth’s structure through the use of virtual reality (VR). Using a mixed-methods approach, the study employed a quasi-experimental design that included teacher interviews, questionnaires, classroom observations, and pre- and post-test assessments. The study involved 66 respondents (six teachers and 60 students) from three schools. With post-test mean scores (M = 60.60, SD = 15.56) significantly higher than pre-test mean scores (M = 46.15, SD = 13.51), the quantitative data demonstrated a considerable increase in academic performance. The difference between the pre- and post-scores was statistically significant (t=9.14, P<0.001). Nevertheless, issues including a lack of infrastructure, insufficient training for teachers, and the exclusion of virtual reality from the national curriculum were also noted by participant1s with varying opinions. Teachers indicated a significant willingness to embrace virtual reality (VR) despite these limitations, as long as funds and support for professional development are made available. According to the study’s findings, virtual reality has the potential to revolutionize Tanzanian education, and its inclusion in the national curriculum is hereby suggested. The study recommended that Virtual Reality has the potential to transform the landscape of geography education in Tanzania. It promotes active, student-centered learning and provides innovative means for making abstract concepts accessible. However, realizing this potential requires addressing the systemic challenges of infrastructure, training, and policy.

Directorate of Research, Innovation and Publication, African Rural University

Email: cmaali@aru.ac.ug

Abstract: This study examines how African Rural University (ARU) fosters creativity and innovation among students, with a focus on awakening the “sleeping genius” within rural learners. ARU adopts an educational model that combines interdisciplinary learning, local knowledge, and community engagement to prepare students to address challenges in rural Africa. Through qualitative research, the study explores the perceptions of third- and fourth-year students and faculty regarding creativity, teaching strategies, and successful student-led projects. Data were gathered through in-depth interviews with 30 students and six faculty members, and three focus group discussions. Findings reveal that students view creativity as a collaborative, practical process essential for solving local problems. They emphasize the importance of real-world applications and community-driven innovation. However, a gap exists between fostering creativity and actualizing innovation in the curriculum. Successful projects like the S & V Superb Juice Project and Piggery Project demonstrate the impact of entrepreneurship and hands-on learning in rural development. The study recommends integrating innovation more consistently into the curriculum, strengthening mentorship, increasing financial support for student projects, and leveraging technology to enhance creativity. This research contributes to the growing body of knowledge on rural education and creative learning, highlighting how ARU’s approach can drive transformative change in rural communities.

Abstract: The study investigated the role of inspection on academic achievement of Anglican Church of Uganda primary Schools in Eastern region of Uganda. The study aimed at getting a clear view on the importance of school inspection on academic achievement, the challenges hindering School Inspection and the possible effective ways to improve on the challenges hindering School Inspection on academic achievement of Anglican Church of Uganda founded primary Schools in Eastern Region of Uganda. Descriptive research design was used during data collection and analysis. The findings revealed that school Inspection is important on academic achievement in the following ways: ensures that high standards are maintained and there is continuity of development in the education system. Some of the challenges hindering School Inspection were insufficient resources to support the work of inspectors, lack of professional persons to do the work and absence of materials to be used (tools) for inspection of schools. The possible effective ways to improve the challenges hindering the role of school Inspectors in schools were training of inspectors and provision of monitoring and inspection tools. The study recommends the government to commit its resources towards school inspectorate department for effective monitoring of the quality education provided. The Anglican Church of Uganda should empower the inspectorate department and support them to carry out inspection to all Schools founded and sponsored by the Church. The District Education Officer in partnership with the Church should make use of the inspection findings and recommendations to improve performance.

Abstract: The study sought to explore the perception of pre-service education students on the status and socio-cultural beliefs about the teaching profession in selected public and private universities in Kenya. Correlational research design and a concurrent mixed method approach was employed in this study. The respondents in this study were third and fourth year pre-service education students. from six selected public and private chartered universities in Kenya which had been in existence for the last twenty years and offering teacher education. Purposive, cluster and convenience sampling methods were used. Data were gathered by the use of questionnaires and interviews. In data analysis, frequencies, means, standard deviation, linear regression and Pearson product moment correlation coefficient were used. The pre-service education students were found to have a low perception of the status of the teaching profession and believed that teaching is a hard work which is emotionally draining, although they perceived teaching to be a profession that requires high levels of expert knowledge.

Abstract: The study focusses on teachers` perspectives on the development of 21st century skills in Early Childhood Development (ECD). The study was motivated by mixed reactions by various teachers on the competency-based curriculum. A qualitative approach was adopted in order to get in- depth information from the teachers in their natural setting. A case study design was adopted drawing on five schools which were purposively sampled to obtain rich data. Semi- structured interviews were used to generate data. The study comprised ten Early Childhood Development teachers and five school heads who were purposively sampled. Data were analysed using thematic content analysis. The findings reveal that teachers have a good understanding of the 21st century skills. A few teachers, however, conflated the 21st century skills with learning areas. Findings further reveal challenges such as misconceptions on play pedagogies and lack of resources. The study recommends, strategies such as engaging in income generating ECD projects will capacitate schools to buy teaching and learning materials for teachers necessary in developing the 21st century skills. Another recommendation is the implementation of staff development for teachers and administrators on ECD curriculum.

Abstract: This study aimed to investigate the influence of instructional materials on students’ academic performance in mathematics. The use of instructional materials in teaching has been a subject of interest and debate in the education community, with proponents arguing that they enhance learning experiences and outcomes, while skeptics question their true efficacy. This research seeks to provide empirical evidence on the topic by examining the use of instructional materials on students’ academic performance in mathematics. The study employed a descriptive research approach, quantitative data collection and analysis method. Quantitative data was gathered through survey questionnaires to measure the availability and the use of instructional materials on the learners’ academic performance in mathematics. The study was conducted in four selected schools, encompassing various ordinal levels to ensure a comprehensive understanding of the topic. The population of the study was 1313 students and 10 mathematics teachers, totaling 1323 participants from four sample schools selected purposively. The sample of 328 students was selected randomly in line with the census survey method and a whole 10 mathematics teachers took part. The findings showed that the instructional materials are available and their use improved the academic performance of students in mathematics. Therefore, the findings had the potential to inform educational practices and policies, helping educators make informed decisions about the integration of instructional materials into their teaching methods.

Abstract: Teaching approaches and its influence on selection of science subjects among female students in public secondary schools in Arusha District Council, Tanzania was investigated. Objectives were to; highlight approaches used in teaching of science subjects in public secondary schools and determine how teaching approaches influence female students’ choice of science subjects in public secondary schools. Active Learning theory guided the study. Convergent mixed methods design suitable to collect data through questionnaires, documentary analysis and interview guide was adopted. Sample size of 132 respondents; 80 students & 44 teachers selected by simple and stratified random sampling techniques while 8 school heads were purposively selected. Validity was established through expert judgment. Reliability was determined and reliability index, QS, r=0.914 and QT, r=0.912 was obtained. Qualitative data were analyzed thematically alongside research questions and presented in narrative forms while quantitative data were analyzed using descriptive statistics in the SPSS and results were presented in charts and tables. The study revealed that student centred, experimental and outdoor teaching/learning approaches attract more girls in taking science subjects. In conclusion, schools with adequate staffing of science teachers and laboratory materials are likely to adopt student centred, experimental and outdoor teaching/learning approaches which encourage female students in selecting science subjects. It is recommended that, since Tanzania is emphasizing industrialization as a backbone for economic development, science education for female students in all levels should be given a special attention in terms of proper infrastructures, human resources and funding that will enable teachers to adopt the right teaching approaches.

Abstract: This study aimed to analyze ‘‘Impact of ICT integration on students’ performance in Mathematics in public upper secondary schools in Huye district, Rwanda. The study adopted a correlational research design. The target population size for this study was considered five schools consisting of 392 composed of 384 students and 8 mathematics teachers. A sample of 5 Mathematics teachers and 256 students from the five schools were selected for the study. The instrument used was a set of questionnaires; one for the Mathematics teacher and one for the students. By Statistical Package for Social Sciences (SPSS) version 25, descriptive and inferential statistics were used to answer the research questions and the Chi-Square analysis test was applied in testing the hypothesis formulated at a 0.05 level of significance. The outcome of the data collected revealed that the students taught with ICT tools performed better in Mathematics than their colleagues taught tools. The recommendations for higher performance of students in Mathematics were summarized in this study. These include: supporting all public upper secondary schools with sufficient ICT tools, to providing more training to Mathematics teachers on the use of ICT tools in teaching-learning Mathematics.